FOSTERING SELF-EFFICACY AND PERFORMANCE IN STUDENTS’ EXPOSITORY WRITING USING 5E MODEL OF INSTRUCTION IN OKENE, KOGI STATE

Abstract

The study investigated the effect of 5E model of instruction on Senior Secondary One (SS1). 
Students’ self-efficacy and performance in expository writing. The study used quasi-experimental 
pretest post-test design. All the SS1 students of all the public secondary schools in Okene 
constituted the population. The sample comprised of 106 students in two intact classes of two 
schools randomly drawn from the six public schools. One of the intact classes was the 
experiment group while the other formed the control group. The study lasted for 5 weeks. Essay 
Achievement Test (EAT) and Self-efficacy Questionnaire (SEQ) were used for data collection. 
The instruments were validated by experts in the Faculty of Education, Prince Abubakar Audu 
University, Anyigba and subjected to reliability tests. The EAT had a reliability of 0.79 while the 
SEQ had a reliability coefficient of 0.84. Data collected were analyzed using the mean and 
standard deviation to answer the research questions and t-test to test the hypotheses at 0.05 
alpha level. Findings revealed that 5E model of instruction enhanced students’ performance in 
expository essay and increased students’ self-efficacy belief. Based on the findings, the study 
recommended among others that the model should be used by English teachers in teaching of 
essay in the classrooms.